This document discusses a case study of students in an outdoor education program at Latrobe University in Australia. The key points are:
1. The program incorporated both vocational training and higher education curriculum concurrently over a semester, including lectures, field trips, and an assessment for a Nordic ski instructor qualification.
2. Student reflections found merit in the collaborative approach to delivering both vocational and higher education content. They also felt better prepared to enter the workforce.
3. The separation of vocational training and higher education is viewed as an arbitrary construct by some theorists discussed in the document. The case study provides insights into the intersection of these approaches.
Examining constructivism through an online instructional design model when d...carthyf
1) The document discusses constructivism as a learning theory where learners actively construct their own understanding through experiences rather than knowledge being passively transmitted.
2) It links constructivism to Knowles' theory of andragogy which focuses on adult learners being self-directed with a wealth of prior experiences to draw from.
3) The document evaluates how one stage ("Reflect") of an online instructional design model ("IPSARRET") used by the company could incorporate constructivist learning principles for postgraduate adult learners.
This document discusses transdisciplinary research and different perspectives on its definition and goals. It provides definitions and descriptions from several sources:
1) The International Centre for Transdisciplinary Research (CIRET) defines transdisciplinarity as semantically and practically unifying meanings across disciplines and developing open-minded rationality.
2) Transdisciplinarity can be a moral project aimed at changing values to address fragmentation and establish unity amid diversity. It brings together different fields to better understand complex problems.
3) Another view is that transdisciplinarity exists in the space between and across disciplines, beyond what is considered by classical thought. UNESCO defines it as an "intellectual outerspace" requiring an open
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document discusses Ayn Rand's novel Atlas Shrugged and how its philosophical perspectives relate to leadership strategies and today's world. It provides context on Rand and her objectivist philosophy, which emerged from her experience under communist rule. Atlas Shrugged portrays a dystopian future where talented innovators go on strike against growing government control. The document examines how Rand's ideas around individualism, morality and business relate to postmodern views of knowledge, existence and ethics. It explores how concepts in her novel like John Galt's resistance movement still resonate with business leaders facing today's economic challenges.
This document discusses the epistemological basis of knowledge and education. It begins by explaining that schools play an important role in transmitting knowledge to students and influencing their lives. It then discusses various topics related to the concept of knowledge, including different definitions of knowledge, the structure and forms of knowledge, and ways of acquiring knowledge such as through sense perception and reasoning. It explains the process of moving from perception to conception to develop conceptual knowledge. Finally, it discusses the meanings of related terms like information, wisdom, instruction, teaching, training and skills.
Shifting the Curriculum: Decentralization in the Art Education Experienceheidimay
Shifting the Curriculum: Decentralization in the Art Education Experience, by Heidi May, Art Education, Volume 64, No. 3 (pp. 33-41) copyright National Art Education Association (NAEA) 2011. www.arteducators.org
Examining constructivism through an online instructional design model when d...carthyf
1) The document discusses constructivism as a learning theory where learners actively construct their own understanding through experiences rather than knowledge being passively transmitted.
2) It links constructivism to Knowles' theory of andragogy which focuses on adult learners being self-directed with a wealth of prior experiences to draw from.
3) The document evaluates how one stage ("Reflect") of an online instructional design model ("IPSARRET") used by the company could incorporate constructivist learning principles for postgraduate adult learners.
This document discusses transdisciplinary research and different perspectives on its definition and goals. It provides definitions and descriptions from several sources:
1) The International Centre for Transdisciplinary Research (CIRET) defines transdisciplinarity as semantically and practically unifying meanings across disciplines and developing open-minded rationality.
2) Transdisciplinarity can be a moral project aimed at changing values to address fragmentation and establish unity amid diversity. It brings together different fields to better understand complex problems.
3) Another view is that transdisciplinarity exists in the space between and across disciplines, beyond what is considered by classical thought. UNESCO defines it as an "intellectual outerspace" requiring an open
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
This document discusses Ayn Rand's novel Atlas Shrugged and how its philosophical perspectives relate to leadership strategies and today's world. It provides context on Rand and her objectivist philosophy, which emerged from her experience under communist rule. Atlas Shrugged portrays a dystopian future where talented innovators go on strike against growing government control. The document examines how Rand's ideas around individualism, morality and business relate to postmodern views of knowledge, existence and ethics. It explores how concepts in her novel like John Galt's resistance movement still resonate with business leaders facing today's economic challenges.
This document discusses the epistemological basis of knowledge and education. It begins by explaining that schools play an important role in transmitting knowledge to students and influencing their lives. It then discusses various topics related to the concept of knowledge, including different definitions of knowledge, the structure and forms of knowledge, and ways of acquiring knowledge such as through sense perception and reasoning. It explains the process of moving from perception to conception to develop conceptual knowledge. Finally, it discusses the meanings of related terms like information, wisdom, instruction, teaching, training and skills.
Shifting the Curriculum: Decentralization in the Art Education Experienceheidimay
Shifting the Curriculum: Decentralization in the Art Education Experience, by Heidi May, Art Education, Volume 64, No. 3 (pp. 33-41) copyright National Art Education Association (NAEA) 2011. www.arteducators.org
This document provides an overview of a case study examining dance as a place for learning. The study is being conducted in a school in Finland where dance is integrated into the general curriculum. The study uses collaborative action research methods to investigate how embodied, arts-based knowledge generates meaningful learning. Specifically, it seeks to understand how students describe their dance learning experiences, how the school community views dance's educational value, and what types of learning and knowledge dance can elicit. Data collection involves journals, interviews, videos and observations of students, teachers and parents. The goal is to develop a conception of learning that embraces embodied processes and situates learning in the entire human being.
This document discusses various learning theories and concepts related to teaching in higher education. It covers topics such as reflective practice, the role of formal theory versus experience, different learning styles and models of the learning process. Critical theory is discussed as a way to expose assumptions and power structures. The document also addresses academic identity, disciplines, and good teaching practices such as encouraging student participation and respecting diversity.
This document discusses emerging learning theories and how they relate to preservice teachers and technology integration. It summarizes established theories like behaviorism and constructivism as well as emerging theories including cognitive, social, and radical constructivism, multiple intelligences theory, and situated cognition. These theories influence how technology should be used in the classroom. The document recommends helping preservice teachers develop a personal educational philosophy by exposing them to learning theories and ways to apply theories through technology.
Transdisciplinary learning explores concepts, issues, or problems by integrating perspectives from multiple disciplines. It connects new knowledge to real-life experiences to develop a deeper understanding. Unlike single-discipline or multidisciplinary approaches, transdisciplinary learning does not compartmentalize topics but rather explores content in the context of inquiry. Transdisciplinary education brings together different fields harmoniously to construct new knowledge, enhance cognitive abilities, and foster lifelong learning through better neural networking.
The document reviews literature on personality traits, teaching skills, instructional materials, interest, and study habits. It discusses several theories of personality from prominent researchers like Myers-Briggs, Cattell, Allport, and Eysenck. It also examines research on effective teaching strategies like differentiation, facilitation, and assessment. Studies investigate factors influencing student achievement, attitudes, and development, as well as the role of media, technology, and literature in learning.
This document discusses constructivism as an educational theory and approach to teaching and learning. Some key points:
- Constructivism views learning as an active process where learners construct new knowledge based on their experiences and interactions. Learners do not simply absorb information but build their own understanding.
- A constructivist approach recognizes that learning is contingent on factors like the individual learner, the learning context, and teaching methods. Effective teaching should consider these contingencies.
- Contrary to some criticisms, constructivism does not mean "minimally guided instruction." Rather, it supports teacher guidance that is optimized for the subject matter and learners. Guidance can include both structured and exploratory activities.
This document discusses ways to objectively measure four concepts in education - commitment, engagement, motivation, and success - which are often considered "fuzzy" and subjective. It analyzes how each concept is defined and measured in different academic fields and countries. The document proposes adapting Barr and Tagg's Learning Paradigm as a framework to help make these concepts more clear and measurable in an objective way.
A beautiful metaphor transformative learning theoryTerry L. K. Li
This article presents a critique of Mezirow's transformative learning theory, which argues that adult learning involves transforming frames of reference through critical reflection. The theory has faced many criticisms but remained popular among educators. The article argues that the theory is conceptually problematic but can be understood as a conceptual metaphor, which explains its inconsistencies and continued popularity. Viewing it as a metaphor renders its flaws inconsequential and shows how it has inspired related ideas while staying true to its original construction over 35 years. The article provides an outline of the key elements of the theory and reviews past criticisms before analyzing why it functions best as a conceptual metaphor.
The document discusses educational theory and the relationship between theory and practice. It defines educational theory as concepts, frameworks, ideas, and principles used to interpret and explain educational settings. Theory with a capital T refers to conceptual knowledge generalized over situations, while theory with a small t is personally relevant knowledge linked to concrete contexts. The concept of practice is best translated as a "professional situation," meaning a learning environment where a profession is practiced. The document then discusses domains of teacher knowledge and theories of how children learn, including behaviorism, cognitivism, and sociocultural theories.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
The document discusses implementing the six realms of meaning from Kritsonis' Ways of Knowing Through the Realms of Meaning framework in professional learning communities. It examines how each realm - symbolics, empirics, esthetics, synnoetics, ethics, and synoptics - can be applied in PLCs. For example, symbolics focuses on communication, empirics on collecting and analyzing student data, and ethics emphasizes making moral decisions. Overall, the document argues that applying the realms of meaning can help PLCs engage in more holistic and effective dialogue to improve student achievement.
This document discusses constructionism and instructionism as approaches to learning. Constructionism, based on constructivism, emphasizes active knowledge construction through building models and artifacts. Instructionism views learning as the passive acquisition of objective knowledge transmitted by instructors. The document explores these approaches in relation to activities along the empirical-to-formal continuum, and argues constructionism is better aligned with activities at the concrete, empirical end while instructionism aligns with the formal end. It also discusses related concepts like bricolage and situated learning that embrace hands-on experimentation outside of just computer-based modeling.
1) The document discusses the relationship between scaffolding and Vygotsky's concept of the zone of proximal development (ZPD). While scaffolding is commonly seen as operationalizing the ZPD, different scholars have interpreted their relationship in various ways.
2) The ZPD refers to the difference between what a learner can do independently and with guidance. It emphasizes social interaction and collaboration between learners and teachers. Some see scaffolding as only partially reflecting the richness of the ZPD.
3) A narrow view of scaffolding as one-directional instruction could suppress student initiative, going against Piagetian and Vygotskian views of the active learner. A deeper understanding of scaffolding's theoretical basis in
The document discusses enabling pupils to have a voice in co-constructing the school curriculum. It describes how teachers can use action research and solution-focused communication to involve pupils as partners. Teachers treat pupils as "experts of their own lives" and listen to their perspectives to inform curriculum development. The chapter will examine how a solution-focused approach can help teachers increase their responsiveness to pupils' ideas and effectively incorporate their voices into curriculum planning.
Trilogy Model Of Knowledge Creation Cebrian,MethusaelMethusael Cebrian
This is a knowledge creation model i propose which is entirely built around the classroom learning. The model was based on the SECI, OODA, and Kukkonen Models that are specifically designed for transforming a working organization into a learning organization. With the school, which is primarily a learning organization, some processes in the SECI and other models are no longer applicable. Thus, a dedicated knowledge creation model for classroom must be created.
This document discusses the constructivist approach to entrepreneurship education. Some key points:
1. Constructivism holds that learning involves actively constructing knowledge rather than passively receiving information. Learners build their own understandings by relating new information to prior knowledge.
2. Entrepreneurship education lends itself well to constructivist methods like experiential learning, as these better reflect how complex knowledge is acquired. The goal is not just transmitting facts but changing how students think as entrepreneurs.
3. Constructivism seeks to move students from a novice to an expert mindset by giving them opportunities to critically evaluate and restructure their mental models through developmental experiences. This can better develop an entrepreneurial mind
Implementing Mental Models: Extending Insight and Whole Person LearningRobert Robinson
This paper was presented at the 2013 ABSEL Conference in Oklahoma City, OK. It was awarded the best student paper award for the conference.
Abstract:
We extend the concept of insight learning from Hoover, Mitchell, and Wu (2012), a form of experiential education that utilizes a process of multi-dimensional whole person learning (Hoover, 2007). The insight learning process seeks to engage students more fully in the learning process with the goal of changing or elevating mental frames. We include a further illustration of insight learning in the form of a simulation exercise that can be utilized to introduce concepts of a particular mental model (Transaction Cognition Theory) to students; this model has been tied to improving performance in a firm. We also inform the whole person learning model and the insight learning model by considering the importance of the order of the insight learning process in helping students to achieve the goal of changing existing mental frames.
1. The document discusses using a developmental perspective to understand powerful learning and addresses the challenges students face in developing more complex ways of thinking.
2. It presents William Perry's scheme of intellectual and ethical development as a framework for understanding students' differing perspectives on knowledge and learning.
3. The scheme shows that students progress through qualitatively different conceptions of knowledge from dualistic to relativistic thinking, which has implications for designing learning environments that balance challenge and support.
Transfer of learning refers to how knowledge and skills learned in one context can be applied in another context. Early research by Thorndike and Woodworth explored how learning transfers between similar tasks. Transfer of learning depends on factors like the similarity between the original learning task and new transfer task, the level of understanding achieved during initial learning, the context of learning, opportunities for practice, and motivation. Educators can promote transfer by teaching in meaningful contexts, providing varied practice opportunities over time, and encouraging positive attitudes.
This document provides summaries of several learning theories and styles, including:
1) Andragogy proposes that adults learn best when their experience is valued and learning is self-directed. Malcolm Knowles theorized pedagogy does not effectively teach adults.
2) Experiential learning theory by David Kolb includes concrete experience, reflection, abstract conceptualization, and active experimentation in a learning cycle.
3) Behaviorism by B.F. Skinner focuses on observable behavior and reinforcement. Constructivism holds that learners construct their own knowledge based on their experiences.
4) Social learning theory by Albert Bandura emphasizes observing and modeling others' behaviors. Learning styles like VAK/VARK
This document discusses principles of teaching and learning including:
- Maintaining a learner's natural curiosity and structuring knowledge to make it comprehensible by relating it to their experiences.
- Sequencing information from general to more specific in increasing difficulty for best retention.
- Ideally, interest in a subject is the best motivator for learning, but rewards and punishments can also be used appropriately to encourage learning.
- Bruner's theory of categorization and coding systems which involve forming hierarchical categories to organize information and enable inferences.
The document describes a questionnaire that could be used to assess a client's knowledge and beliefs about topics related to spirituality, complementary medicine, and psychological health. It includes 10 questions on topics like the importance of psychological health, definitions of complementary medicine and meditation, benefits of spirituality, and importance of optimism. Descriptions are provided for each question to explain its relevance. The document also shares the responses from interviewing the author's boyfriend with the questionnaire. It concludes by stating some additional questions could be added about specific types of complementary medicine.
Actividad 3 aspectos basicos de la formacion basada en competenciaskenia90
El documento discute el concepto de "sociedad del aprendizaje" en la que el aprendizaje no se limita a las instituciones educativas o a la formación inicial, sino que continúa a lo largo de la vida. Explica que en un mundo complejo donde las personas pueden cambiar de profesión varias veces, es importante seguir aprendiendo. También introduce el concepto de "sociedad del conocimiento" donde lo más importante es "aprender a aprender".
This document provides an overview of a case study examining dance as a place for learning. The study is being conducted in a school in Finland where dance is integrated into the general curriculum. The study uses collaborative action research methods to investigate how embodied, arts-based knowledge generates meaningful learning. Specifically, it seeks to understand how students describe their dance learning experiences, how the school community views dance's educational value, and what types of learning and knowledge dance can elicit. Data collection involves journals, interviews, videos and observations of students, teachers and parents. The goal is to develop a conception of learning that embraces embodied processes and situates learning in the entire human being.
This document discusses various learning theories and concepts related to teaching in higher education. It covers topics such as reflective practice, the role of formal theory versus experience, different learning styles and models of the learning process. Critical theory is discussed as a way to expose assumptions and power structures. The document also addresses academic identity, disciplines, and good teaching practices such as encouraging student participation and respecting diversity.
This document discusses emerging learning theories and how they relate to preservice teachers and technology integration. It summarizes established theories like behaviorism and constructivism as well as emerging theories including cognitive, social, and radical constructivism, multiple intelligences theory, and situated cognition. These theories influence how technology should be used in the classroom. The document recommends helping preservice teachers develop a personal educational philosophy by exposing them to learning theories and ways to apply theories through technology.
Transdisciplinary learning explores concepts, issues, or problems by integrating perspectives from multiple disciplines. It connects new knowledge to real-life experiences to develop a deeper understanding. Unlike single-discipline or multidisciplinary approaches, transdisciplinary learning does not compartmentalize topics but rather explores content in the context of inquiry. Transdisciplinary education brings together different fields harmoniously to construct new knowledge, enhance cognitive abilities, and foster lifelong learning through better neural networking.
The document reviews literature on personality traits, teaching skills, instructional materials, interest, and study habits. It discusses several theories of personality from prominent researchers like Myers-Briggs, Cattell, Allport, and Eysenck. It also examines research on effective teaching strategies like differentiation, facilitation, and assessment. Studies investigate factors influencing student achievement, attitudes, and development, as well as the role of media, technology, and literature in learning.
This document discusses constructivism as an educational theory and approach to teaching and learning. Some key points:
- Constructivism views learning as an active process where learners construct new knowledge based on their experiences and interactions. Learners do not simply absorb information but build their own understanding.
- A constructivist approach recognizes that learning is contingent on factors like the individual learner, the learning context, and teaching methods. Effective teaching should consider these contingencies.
- Contrary to some criticisms, constructivism does not mean "minimally guided instruction." Rather, it supports teacher guidance that is optimized for the subject matter and learners. Guidance can include both structured and exploratory activities.
This document discusses ways to objectively measure four concepts in education - commitment, engagement, motivation, and success - which are often considered "fuzzy" and subjective. It analyzes how each concept is defined and measured in different academic fields and countries. The document proposes adapting Barr and Tagg's Learning Paradigm as a framework to help make these concepts more clear and measurable in an objective way.
A beautiful metaphor transformative learning theoryTerry L. K. Li
This article presents a critique of Mezirow's transformative learning theory, which argues that adult learning involves transforming frames of reference through critical reflection. The theory has faced many criticisms but remained popular among educators. The article argues that the theory is conceptually problematic but can be understood as a conceptual metaphor, which explains its inconsistencies and continued popularity. Viewing it as a metaphor renders its flaws inconsequential and shows how it has inspired related ideas while staying true to its original construction over 35 years. The article provides an outline of the key elements of the theory and reviews past criticisms before analyzing why it functions best as a conceptual metaphor.
The document discusses educational theory and the relationship between theory and practice. It defines educational theory as concepts, frameworks, ideas, and principles used to interpret and explain educational settings. Theory with a capital T refers to conceptual knowledge generalized over situations, while theory with a small t is personally relevant knowledge linked to concrete contexts. The concept of practice is best translated as a "professional situation," meaning a learning environment where a profession is practiced. The document then discusses domains of teacher knowledge and theories of how children learn, including behaviorism, cognitivism, and sociocultural theories.
Dr. William Allan Kritsonis, Educational PhilosophyWilliam Kritsonis
The document discusses implementing the six realms of meaning from Kritsonis' Ways of Knowing Through the Realms of Meaning framework in professional learning communities. It examines how each realm - symbolics, empirics, esthetics, synnoetics, ethics, and synoptics - can be applied in PLCs. For example, symbolics focuses on communication, empirics on collecting and analyzing student data, and ethics emphasizes making moral decisions. Overall, the document argues that applying the realms of meaning can help PLCs engage in more holistic and effective dialogue to improve student achievement.
This document discusses constructionism and instructionism as approaches to learning. Constructionism, based on constructivism, emphasizes active knowledge construction through building models and artifacts. Instructionism views learning as the passive acquisition of objective knowledge transmitted by instructors. The document explores these approaches in relation to activities along the empirical-to-formal continuum, and argues constructionism is better aligned with activities at the concrete, empirical end while instructionism aligns with the formal end. It also discusses related concepts like bricolage and situated learning that embrace hands-on experimentation outside of just computer-based modeling.
1) The document discusses the relationship between scaffolding and Vygotsky's concept of the zone of proximal development (ZPD). While scaffolding is commonly seen as operationalizing the ZPD, different scholars have interpreted their relationship in various ways.
2) The ZPD refers to the difference between what a learner can do independently and with guidance. It emphasizes social interaction and collaboration between learners and teachers. Some see scaffolding as only partially reflecting the richness of the ZPD.
3) A narrow view of scaffolding as one-directional instruction could suppress student initiative, going against Piagetian and Vygotskian views of the active learner. A deeper understanding of scaffolding's theoretical basis in
The document discusses enabling pupils to have a voice in co-constructing the school curriculum. It describes how teachers can use action research and solution-focused communication to involve pupils as partners. Teachers treat pupils as "experts of their own lives" and listen to their perspectives to inform curriculum development. The chapter will examine how a solution-focused approach can help teachers increase their responsiveness to pupils' ideas and effectively incorporate their voices into curriculum planning.
Trilogy Model Of Knowledge Creation Cebrian,MethusaelMethusael Cebrian
This is a knowledge creation model i propose which is entirely built around the classroom learning. The model was based on the SECI, OODA, and Kukkonen Models that are specifically designed for transforming a working organization into a learning organization. With the school, which is primarily a learning organization, some processes in the SECI and other models are no longer applicable. Thus, a dedicated knowledge creation model for classroom must be created.
This document discusses the constructivist approach to entrepreneurship education. Some key points:
1. Constructivism holds that learning involves actively constructing knowledge rather than passively receiving information. Learners build their own understandings by relating new information to prior knowledge.
2. Entrepreneurship education lends itself well to constructivist methods like experiential learning, as these better reflect how complex knowledge is acquired. The goal is not just transmitting facts but changing how students think as entrepreneurs.
3. Constructivism seeks to move students from a novice to an expert mindset by giving them opportunities to critically evaluate and restructure their mental models through developmental experiences. This can better develop an entrepreneurial mind
Implementing Mental Models: Extending Insight and Whole Person LearningRobert Robinson
This paper was presented at the 2013 ABSEL Conference in Oklahoma City, OK. It was awarded the best student paper award for the conference.
Abstract:
We extend the concept of insight learning from Hoover, Mitchell, and Wu (2012), a form of experiential education that utilizes a process of multi-dimensional whole person learning (Hoover, 2007). The insight learning process seeks to engage students more fully in the learning process with the goal of changing or elevating mental frames. We include a further illustration of insight learning in the form of a simulation exercise that can be utilized to introduce concepts of a particular mental model (Transaction Cognition Theory) to students; this model has been tied to improving performance in a firm. We also inform the whole person learning model and the insight learning model by considering the importance of the order of the insight learning process in helping students to achieve the goal of changing existing mental frames.
1. The document discusses using a developmental perspective to understand powerful learning and addresses the challenges students face in developing more complex ways of thinking.
2. It presents William Perry's scheme of intellectual and ethical development as a framework for understanding students' differing perspectives on knowledge and learning.
3. The scheme shows that students progress through qualitatively different conceptions of knowledge from dualistic to relativistic thinking, which has implications for designing learning environments that balance challenge and support.
Transfer of learning refers to how knowledge and skills learned in one context can be applied in another context. Early research by Thorndike and Woodworth explored how learning transfers between similar tasks. Transfer of learning depends on factors like the similarity between the original learning task and new transfer task, the level of understanding achieved during initial learning, the context of learning, opportunities for practice, and motivation. Educators can promote transfer by teaching in meaningful contexts, providing varied practice opportunities over time, and encouraging positive attitudes.
This document provides summaries of several learning theories and styles, including:
1) Andragogy proposes that adults learn best when their experience is valued and learning is self-directed. Malcolm Knowles theorized pedagogy does not effectively teach adults.
2) Experiential learning theory by David Kolb includes concrete experience, reflection, abstract conceptualization, and active experimentation in a learning cycle.
3) Behaviorism by B.F. Skinner focuses on observable behavior and reinforcement. Constructivism holds that learners construct their own knowledge based on their experiences.
4) Social learning theory by Albert Bandura emphasizes observing and modeling others' behaviors. Learning styles like VAK/VARK
This document discusses principles of teaching and learning including:
- Maintaining a learner's natural curiosity and structuring knowledge to make it comprehensible by relating it to their experiences.
- Sequencing information from general to more specific in increasing difficulty for best retention.
- Ideally, interest in a subject is the best motivator for learning, but rewards and punishments can also be used appropriately to encourage learning.
- Bruner's theory of categorization and coding systems which involve forming hierarchical categories to organize information and enable inferences.
The document describes a questionnaire that could be used to assess a client's knowledge and beliefs about topics related to spirituality, complementary medicine, and psychological health. It includes 10 questions on topics like the importance of psychological health, definitions of complementary medicine and meditation, benefits of spirituality, and importance of optimism. Descriptions are provided for each question to explain its relevance. The document also shares the responses from interviewing the author's boyfriend with the questionnaire. It concludes by stating some additional questions could be added about specific types of complementary medicine.
Actividad 3 aspectos basicos de la formacion basada en competenciaskenia90
El documento discute el concepto de "sociedad del aprendizaje" en la que el aprendizaje no se limita a las instituciones educativas o a la formación inicial, sino que continúa a lo largo de la vida. Explica que en un mundo complejo donde las personas pueden cambiar de profesión varias veces, es importante seguir aprendiendo. También introduce el concepto de "sociedad del conocimiento" donde lo más importante es "aprender a aprender".
David Olthof has over 15 years of experience working in law enforcement and corrections facilities. He currently works as a Correctional Officer III at the Montgomery County Correctional Facility in Maryland, where his responsibilities include ensuring inmate, staff, and public safety, conducting inmate counts, preparing reports, and assisting inmates. He has specialized training in crisis intervention, mental health, substance abuse treatment, and offender reentry programs. Previously, he worked as a liquor store clerk and served in the U.S. Army.
The document is a resume for Ziaulhaq Nasir. It summarizes his education as an MBA in Finance with additional computer diplomas. It then outlines his work experience over 20 years in logistics, administration, procurement, and project management roles for several non-profit organizations providing aid and development work in Pakistan. His skills include Microsoft Office, computer hardware/software, inventory management, financial management, and coordination. He seeks a challenging position where he can contribute to organizational goals through teamwork, trust and hard work.
Este documento contiene una lista de varios elementos gráficos y obras de arte, incluyendo un mapa de México, fotografías de un glaciar y un ornitorrinco, un dibujo de Garfield, cuadros como "El cuadro de la figura de “vulcano”" de Diego Velázquez y "LOS GIRASOLES" de VICENT VAN GOGH, una obra de Sol LeWitt, una imagen de las Pinturas negras de Goya, una fotografía de un perro xoloitzcuintle, y la ubicación de
The document outlines exercise prescriptions for several clients that utilize the PROS principles of progression, regularity, overload, and specificity for cardiovascular activity, muscular strength and endurance, and flexibility. For each client, the prescription explains how progression will be achieved by gradually increasing duration, intensity, or difficulty over time for each fitness component. Regularity is achieved by performing each component a set number of days per week. Overload is implemented by increasing duration, weight, or difficulty each month. Specificity applies the training to each client's specific goals like improving run times or lifting heavier weights.
1. The narrator finds himself in a dark, numb state where he cannot move or speak and only hears a child's voice calling his name.
2. In a flashback, the narrator and his girlfriend argue over money issues and a lack of gas in the car. They angrily yell at each other in front of their crying baby.
3. Six days later, the narrator remains in the dark place, still unable to determine if he is dreaming or in a nightmare. He reflects on missing his turbulent relationship with his girlfriend.
A review of The City Club of Cleveland's 2016 fiscal year, spent serving Greater Cleveland, the State of Ohio, and the nation with programs that convene leaders, engage citizens and provide all of our communities with opportunities to learn and participate in spirited dialogue on the issues that shape our future.
El documento presenta un libro titulado "Abuelos y Abuelas...Padres y Madres en Segunda Ronda" que explora el fenómeno creciente de los abuelos que crían nietos en Puerto Rico. El libro ofrece conocimientos y habilidades para abuelos y presenta casos reales. También recomienda alternativas para este sector en crecimiento.
Pepe el robot presenta su deseo de convertirse en un niño humano, pero observa que los niños en la Tierra pasan mucho tiempo frente a pantallas y parecen absorbidos por la tecnología en lugar de cultivar su propia individualidad. Pepe comprende que debe aceptarse a sí mismo como robot y regresa a su planeta, donde a pesar de la falta de tecnología avanzada, cada ser conserva su propia identidad.
El documento describe los esfuerzos de una escuela para mejorar la calidad de la educación a través de un enfoque de múltiples dimensiones. La escuela realiza un diagnóstico anual para comprender las necesidades de los estudiantes y crea materiales didácticos relevantes. También involucra a la comunidad a través de eventos de salud, mejoras de infraestructura y actividades culturales. El director trabaja con los consejos de la comunidad para identificar y abordar problemas como la falta de agua. El personal realiza un seguimiento individual de los
O documento discute a legislação e políticas públicas relacionadas à inclusão educacional no Brasil. Ele descreve os princípios constitucionais de igualdade e atendimento especializado para pessoas com deficiência e cita leis como a LDB, ECA e decreto que regulamentam a educação inclusiva. Também define o Conselho Nacional dos Direitos da Pessoa com Deficiência e discute tipos comuns de deficiência.
These are a few pictures from Mano a Mano's recent projects and activities, mostly from May-November 2016. Mano a Mano works to create partnerships with impoverished Bolivian communities to improve health and increase economic well-being. We accomplish this mission through a variety of projects, including the construction of clinics, schools, water reservoirs and wells, and greenhouses; the distribution of donated supplies; and the provision of training & education programs. We shared these pictures as part of a presentation during our Open House at the Mano a Mano office in St. Paul, Minnesota on November 30, 2016.
Learn more about Mano a Mano at our website: manoamano.org
Le nostre gite organizzate ....Ti veniamo a prendere praticamente sotto casa e ti portiamo a vedere le Meraviglie del nostro PIANETA AZZURRO ( così è chiamata la TERRA ) !!!!
info@pianetaazzurroviaggi.it
www.pianetaazzurroviaggi.it
0575421030
El documento habla sobre el marketing de bases de datos y su importancia para las empresas. Explica que el marketing de bases de datos se basa en códigos de identificación que personalizan los mensajes para establecer la relación cliente-empresa. También describe algunas herramientas clave como datawarehouse y fulfillment y explica que conocer a los clientes y sus preferencias es vital para el desarrollo de productos y estrategias de ventas.
Este documento presenta una unidad sobre bioética. Introduce el tema y explica que la bioética ofrece principios éticos para reconocer la dignidad humana y considerar las consecuencias de las acciones. La unidad incluye competencias sobre conceptos básicos de bioética y derechos humanos, y temas centrales como el Informe Belmont y la Declaración de Helsinki. Propone actividades como ver un video, realizar lecturas y construir una línea de tiempo sobre la historia y evolución de la bioética y el consentimiento informado.
This study investigated the effects of a multiple intelligences supported project-based learning method versus a traditional instruction method on students' English achievement and attitudes. 50 5th grade students participated, with 25 in the experiment group taught with the project-based method focusing on different intelligences, and 25 in the control group taught traditionally. Pre and post-tests on achievement and attitudes were administered. The results showed the experiment group had more positive attitudes towards English and higher achievement levels compared to the control group taught traditionally.
Intentional Child and Youth Care Life-Space Practice: A Qualitative Course-Ba...AJHSSR Journal
ABSTRACT: This course-based research study explored how child and youth care students both understand
and engage in life-space practice. Data collection strategies included a conversational, open-ended interview and
an arts-based activity. The open-ended interviews were conducted via Zoom and Google Meet.The thematic
analysis resulted in the identification of four themes. The first three themes: a) it is meeting youth where they
are at, b) it is relational, and c) it is intentional practice aredirectly related to the central research question, and
the final theme: d) bureaucratic structures, policies, and procedures was extracted from a sub-question that asked
about what ―gets in the way of‖ effective life-space practice.
KEYWORDS:child and youth care, course-based research, life-space practice, qualitative
The document discusses boundary spanning and knowledge sharing across work domains through collaboration. It describes how knowledge management involves identifying, sharing, and adopting insights and experiences within and across organizations. Effective boundary spanning requires jointly making sense of different knowledge domains, combining both tacit and explicit knowledge, and sharing conceptual knowledge, skills, communication genres, and stories. The document proposes collaboration themes and structures to facilitate interdisciplinary, transdisciplinary, and multidisciplinary knowledge production between academia and other sectors.
The document discusses boundary spanning and knowledge sharing across work domains through collaboration. It describes how knowledge management involves identifying, sharing, and adopting insights and experiences within and across organizations. Effective boundary spanning requires joint sense-making between parties and combining both tacit and explicit knowledge. The Cook and Brown model outlines four forms of knowledge - concepts, skills, genres, and stories - that must be shared for collaboration.
This document outlines three metaphors of learning: knowledge acquisition, participation, and knowledge creation. It argues that a third metaphor of knowledge creation is needed to conceptualize learning in a knowledge society. It reviews three models that represent knowledge creation: Bereiter's knowledge building approach, Engestrom's expansive learning theory, and Nonaka and Takeuchi's model of knowledge creation in organizations. These models emphasize innovative and collaborative processes of developing new knowledge and artifacts, representing a "trialogical" approach beyond individual and social conceptions of learning. The knowledge creation metaphor conceptualizes learning as the advancement of shared objects through mediated collaborative processes.
- The document discusses the concept of heutagogy, which is defined as self-determined learning. It originated from the idea that people are naturally very efficient learners and current education systems do not fully utilize this.
- Heutagogy is based on humanism and constructivism, which emphasize the learner being at the center of the educational experience. It draws from theories like andragogy and focuses on the learner determining the process and taking control of their own learning.
- Recent advances in neuroscience have provided new insights into how learning occurs in the brain, which challenges traditional definitions of learning that focus more on knowledge acquisition than cognitive processes. Understanding brain plasticity and how neuronal pathways are formed supports a model
1. This document discusses ten key findings from cognitive research on learning. The findings illustrate how teaching and learning can be better understood by applying insights from cognitive science.
2. One finding is that learning occurs within the learner - teachers can provide information but students must actively construct new knowledge structures themselves. Prior knowledge also strongly influences new learning.
3. Another finding is that optimal learning requires integrating new and prior knowledge by linking more abstract relationships. Both conceptual knowledge and procedural skills are important, as are metacognitive skills to reflect on one's own learning.
Outdoor learning usually refers to organized learning that takes place outside the confines of a classroom. This study aims to empirically examine the effects of teachers’ knowledge, attitude and skills on out-door instruction in Kenya. The study adapted a survey research design. A sample of 135 teachers was randomly obtained from a population of 318 teachers. The response rate was 77.59 per cent. Data was collected using both closed and open ended questionnaires. Data was analyzed by employing descriptive statistics, Pearson correlation and multiple regression analysis. The findings revealed that teachers’ Knowledge, Attitude and Skills (KAS) are positively associated with out-of-classroom instruction in Kenya. The generalizability of the findings is limited as the study focused only in Kenya. Based on the findings, the study recommends that schools should focus on encouraging development of knowledge, attitude and skills in teachers thus promoting the use of out-door instruction in science. This study contributes to the theoretical and practical knowledge by providing the evidence about factors affecting science teaching. It is also expected to extend the knowledge on out-door learning.
This document summarizes the research literature on values and character education. It discusses key theories of moral and character development, such as those proposed by Piaget, Kohlberg, and Gilligan. Different approaches to teaching values are outlined, including inculcation, moral development, analysis, values clarification, and action learning. Effective character education programs involve students, parents, teachers and the community, and address cognitive, affective, and behavioral dimensions. Overall, the literature supports comprehensive, holistic approaches to character education that create a caring community and positive school climate.
Applied Theatre in Peace Education & PracticeJeff Aguiar
This document discusses using simulations, scenarios, and role-playing (applied theatre techniques) to train peace practitioners. It argues that applying theatrical principles can strengthen the connection between experiential education and peace and conflict studies. Experiential education uses direct experiences and reflection to increase knowledge and skills. Role-playing in classroom simulations provides opportunities to practice techniques, while field experiences verify how techniques apply in real situations. Theatrical principles may help increase the benefits of simulations by providing a structured intervention model within a safe environment.
International bureau of education (Unit: 1Theories of Learning)Invisible_Vision
The document summarizes several influential theories of learning:
1) Behaviourism views learning as changes in observable behavior from stimuli and reinforcement.
2) Cognitive psychology sees learning as information processing and knowledge acquisition.
3) Constructivism posits that learners actively construct knowledge based on their interpretations and experiences.
4) Social learning theory and experiential learning emphasize that learning occurs within social contexts and through meaningful experiences.
5) Howard Gardner's theory of multiple intelligences challenges the idea of a single general intelligence and instead proposes distinct intelligences.
This document provides an overview of constructivism as it relates to instructional design and delivery. It discusses how constructivism views learning as an active process of constructing knowledge rather than acquiring it, and instruction as a process of supporting that construction rather than communicating knowledge. The document outlines some of the key philosophers and theories that provide historical and philosophical context for constructivist views, including Vico, Wittgenstein, Kuhn, and Rorty. It also discusses debates around constructivism and implications for how knowledge and meaning are viewed from a constructivist perspective.
1) Constructivism views learning as an active process of constructing knowledge rather than acquiring knowledge. Instruction should support this construction process rather than simply communicating knowledge.
2) While constructivism encompasses a diversity of theories, they generally agree that learning occurs through an active process of constructing knowledge in a particular context, rather than acquiring knowledge from an external source.
3) Critics argue that constructivism leads to relativism where all knowledge constructions are equally valid. However, constructivists assert that knowledge can be judged based on its viability and workability rather than absolute truth. While individuals construct unique understandings, communication is still possible within a shared culture.
This document discusses experiential learning and reflective practice. It defines experiential learning as learning through real-life experiences and reflective practice as analyzing experiences to change perspectives. The document then examines Carl Rogers's approach to experiential learning theory, which views it as equivalent to personal growth through natural human learning tendencies. Finally, it discusses the importance of reflection in understanding the experiential learning process.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
A brief introduction to transactional distance and equivalency theories, two theories useful to the design, implementation, and evaluation of distance or online education. This deck was drawn from a lesson I used in teaching an online course on "Distance Education Research and Design."
The document discusses using a portfolio approach to teaching and learning. It proposes that portfolios can be used in three spheres: personal, community of inquiry, and demonstration of competency. In the personal sphere, portfolios allow individuals to capture ideas and make connections. In the community sphere, portfolios facilitate sharing ideas and learning from others. In the competency sphere, portfolios are curated to showcase learning for stakeholders. The portfolio approach provides a framework for managing 21st century learning by giving structure to educational processes and better capturing ideas through clear intentions.
Exploring outdoor education as an effective means ofAlexander Decker
1) The document discusses outdoor education as an effective means of experiential learning in secondary schools in Nigeria. It explores concepts like outdoor education, experiential learning, and models like Kolb's experiential learning cycle.
2) Key benefits of outdoor education discussed include developing students' environmental awareness and responsibility. It allows learning across the curriculum through hands-on experiences.
3) The paper concludes by recommending that the Nigerian government and schools support outdoor education by establishing committees, training teachers, and providing facilities to properly develop an outdoor education curriculum.
Vygotsky's socio-cultural theory of cognitive development emphasizes that social interaction plays a fundamental role in the development of cognition. The document discusses several key aspects of Vygotsky's theory, including the zone of proximal development and scaffolding. It also outlines implications for educational practice derived from Vygotsky's theory, such as the social reconstruction of meaning, scaffolding, participation in adult activities, apprenticeships, and dynamic assessment. Overall, the document examines how Vygotsky viewed learning and development as social processes and proposed that cognition emerges through social interactions within cultural and historical contexts.
Cognitivism is a learning theory that looks beyond observable behaviors to explain learning in terms of mental processes. It views humans as active processors of information who create internal mental representations to interpret and understand new information. According to cognitivism, learning involves incorporating new information into existing cognitive frameworks or "schemas". The cognitive theory proposes that learning is an active process where students construct new ideas based on both their background knowledge and current learning experiences. Language learning in particular involves encoding new concepts and meanings through the words and structures of a language. The cognitive approach emphasizes that learning only occurs when new information is meaningful to the learner and integrated with their prior understanding.
Similar to Chapter 17_Holmes_Vocational & Higher Ed (20)
2. PETER HOLMES
208
development in a particular pursuit (see for example Stewart, 2008; Thomas,
2005). Allison and Pomeroy (2000) and Higgins (2009) have argued that the
complexity of outdoor education teaching requires staff with expertise in outdoor
education epistemology, critical pedagogy, and significant ‘know how’ or
vocational orientation.
According to Grubb and Lazerson (2005), the workplace expects graduates to be
work ready, implying that tertiary education should be vocational in comparison to
higher education curricula with its traditionally more liberal approaches to
learning. This nexus or meeting point deserves critical assessment. Breunig (2005)
has highlighted the intersection of experiential education and critical pedagogy,
calling for a more critically informed praxis through which to reflect on our
educative practises. It is from this position that I propose outdoor education as an
ideal lens through which to examine the intersection of vocational training and
higher education, and offer comment on whether outdoor education learning for
higher education students is relevant and authoritative. Student perspectives of an
embedded vocational training course within an outdoor education higher education
subject can offer insights into this meeting point of educational approaches. In the
following case study, I sought to identify, record and analyse students’ reflective
thinking about their experiences in the outdoor learning context. Three themes
emerged as students reported the following:
– They found merit in a collaborative approach to the delivery of both vocational
and higher education curriculum;
– They felt better prepared to enter the work place; and
– The separation of vocational training and higher education is an arbitrary
construct.
The theoretical background for the investigation that follows provides a context for
the study.
VOCATIONAL KNOWLEDGE AND INTELLECTUAL KNOWLEDGE
Western civilisation has elevated certain types of knowledge over the course of its
history. Hager (1998) wrote, “from the Greeks we have inherited the notion that
knowledge is represented by universal necessary truth, i.e. truth that is purged of
emotional or practical considerations” (p. 522). Pardy and Seddon (2011)
maintained that the pursuit of objective truth has been elevated against, and
separated from, practice and emotion. As a result, they claim, western culture has
afforded higher value to mental /mind work and in turn given less value to
knowledge that is embedded in a person’s practice of their craft, creativity, unique
problem solving attributes and the hands on skill to perform a task.
In his seminal work, Ryle (1949), described two ways of thinking about
vocational and intellectual knowledge. He articulated that people typically have
two ways of knowing about something as they participate and interact in the work
force: ‘knowing that’ and ‘knowing how’. Stolz (2013), has described ‘knowing
that’ as being associated with mental and intellectual learning, and ‘knowing how’
as the practical knowledge of how to do something, where “performance is just a
3. VOCATIONAL TRAINING AND HIGHER EDUCATION
209
matter of conditioning or habit” (p. 2). However, Winch (2009) argued that Ryle’s
construct is an artificial separation and that there is an intelligence embodied in the
practice of doing the job and hence within the ‘knowing how’. He wrote that in the
performance of every physical skill there is an “underlying mental intentional
action” (p. 90). Kemmis (2005) argued that a way of thinking comes through the
practice of one’s craft, which he refers to as a ‘knowing practice’. That when a
craftsperson (a skilled practitioner) is undertaking their work they are undertaking
more then just doing, the habitual or routine work, ‘the knowing how’ of getting
the job done. Pardy and Seddon (2011) concur with Kemmis (2005) as they discuss
a similar concept to ‘knowing practice’. They also argue that the mastery or
performance of a skill as performed by a craftsperson has an intelligence embedded
within it, which they refer to as ‘an intelligence of practice’. Adding to this Stolz
(2013) highlighted the interaction between ‘knowing that’ and ‘knowing how’ and
the intelligence of practice visible as we observe a skilled practitioner. He
maintained that our judgement of whether someone is masterful at a particular skill
will depend on how smooth and effortless, even graceful, the enacting of the skill
appears and whether it aligns to what we believe we know (both ‘knowing that’
and ‘knowing how’) to be good about that skill. Hence, the craftsperson is not
judged only on their articulation of how the skill is performed or the biomechanics
of the performance, but on an aesthetic of how well the task is completed.
A person becomes masterful in their profession, over an extended period of
time. However, it is not only time that is required, but also mindful thinking and
reflection of practice, both on an individual level and within a community of
practice. Pardy and Seddon (2011) viewed this mindfulness of practice as creating
knowledge that is not repetitive or mindless work, but developmental, resulting in
knowledge that is practical, intelligent and an example of higher order thinking. It
is from this position that they articulate that the separation of knowledge is an
artificial construct and therefore the rigid separation of tertiary and vocational
education is neither warranted nor useful. Germany’s tertiary education practice,
for example, does not separate vocational orientation and higher education.
According to Winch (2009), Germany utilises a framework where “the underlying
concept is the theory of ‘complete action’, that includes planning, executing,
controlling as opposed to just executing” (p. 100). A model such as this blends
both the ‘[knowing how’ and the ‘knowing that’ into a more holistic approach to
tertiary education. The blended approaches described by Winch (2009), and
advocated by Pardy and Seddon (2011), provide an important reference point for
the case study discussed in this chapter, in the context of outdoor education
practice.
THE CONTEXT OF THE STUDY
In order to understand the significance of this study and its implications for future
practice, a case study approach was utilised. Van Maanen (1995, 1996, 1999) has
written extensively on voice and representation, and the role of the case study in
ethnographic research. He highlighted the role and relevance of experiential
4. PETER HOLMES
210
learning in practise because it can bridge the gap between the theoretical (‘knowing
that’) and real world (‘knowing how’) by portraying real people and their
perceptions of their experiences. Added to this Cohen, Manion and Morrison
(2011) maintained that case studies are useful in allowing us to see things from
different perspectives, and hence consider “different ways of seeing as new ways
of knowing” (p. 290). Just as the French philosophy Proust wrote in the 19th
century that discovery is about seeing things with new eyes, it is the viewing of
new perspectives of education delivery that is important for this research.
During the winter of 2013, students undertaking their third and final year of a
Bachelor of Outdoor Education at Latrobe University, Bendigo Australia,
participated in a subject where both a vocational and a higher education curriculum
were concurrently used throughout the semester. In this study there were seven
participants, comprising four males and three females aged between 21 and 30. All
student names have been changed. The depth and richness of responses that can be
gained from this case study approach compensates somewhat for the small sample
size.
The aim of the subject is to critically examine the recreational, cultural and
environmental features of the winter environments at Kosciuszko National Park in
the context of outdoor education and nature tourism. The subject examines use and
management of the National Park particularly in winter and the relationships with
the various stakeholders and lease holders operating in the Park as it relates to the
snow skiing industry. The aim of the ten day field trip is to integrate the readings
and theory with practical experiences where the students can see the interplay of
relationships between the various stakeholders by exploring three different uses of
the winter alpine environment through cross country skiing in the National Park.
The university subject in which the students participated, consists of several parts:
– Four one-hour lectures.
– A ten day trip with two phases. The first phase is a four-day self-supported
cross-country ski tour in Kosciuszko National Park. This higher education phase
of the subject involved a ski tour, which students carry all of their equipment,
tent, stove, sleeping bag, food etc and demonstrate that they can be independent
and self-reliant in a winter alpine environment for the duration of the tour. The
second phase consists of a competency-based programme, where La Trobe
University staff, under a licence agreement with the Australian Professional
Snowsports Instructor (APSI) Scheme delivers the three-day APSI Level 1
Nordic Ski Instructor qualification during the field trip in Kosciuszko National
Park. APSI is Australia’s peak body for all aspects of snow sport instruction and
assessment, including alpine, nordic and telemark skiing, and snowboarding.
– Assessment. This includes an assignment, a class presentation, submission of
lesson plans and a one day APSI on-snow assessment of teaching and skiing
skills.
During the semester one 2013 offering of the subject, students were invited to be
research partners in a collaborative effort with their lecturer. This strategy parallels
Steinberg and Kincheloe’s (1998) view, that engaging students as researchers
enhances deeper learning as they participate in the discovery of new knowledge.
5. VOCATIONAL TRAINING AND HIGHER EDUCATION
211
Students cease being consumers of knowledge and, instead, become observers of
their own learning. Asking questions of what they observe then assists them in the
process of constructing knowledge. As new researchers the students have started
on the journey of reflective practice, which is a key component to become
intentional in an individual’s practice of the craft and vocation. To highlight this
critical observation role, focus groups were utilised before, during and after the
field trips in order to draw out the students’ ways of seeing and knowing. Students
kept a reflective journal in which they were asked to comment on their experiences
during both the focus groups and the practical trips. The students’ journals were
collected after the practical trips. As a means of supporting the students’ learning
and participation in this process, a number of readings related to contemporary
issues of workplace training, and vocational and higher education, were made
available. The readings (Hager 2000; Hager & Laurent, 1990; Maclean & Pavlova,
2011; Symes, 2000; Pardy & Seddon, 2011) were chosen in part to facilitate
student knowledge and engagement in the observation and reflection aspects of the
study. Structured questions were distributed in order to guide student reflection on
their learning experiences. The questions were:
1. Why is it useful/not useful to have a vocational learning model in this subject?
2. We tend to use a prescriptive learning model, ‘follow these steps and you will
get your qualification’. How did this influence your learning? Positive and/or
negative?
3. How does this vocational training experience help to develop your
instructional practice?
4. In what ways is this combination of vocational training and higher education
different to other subjects you have studied at university?
5. How is the Australian Professional Snowsport Instructor scheme trying to
shape you as an instructor?
6. How has this course increased (or not) your capacity to be work ready upon
graduation?
7. Hager (2000) states that there is an educational approach to learning that states
“the application of knowledge is necessary for proper understanding: ‘it was
only in doing it that I really understood it” (p. 51). How does or does not this
statement of Hager apply to you?
ANALYSING STUDENT RESPONSES
Symes (2000) has proposed that there are four common historical positions, or
discourses on the issues of vocationalization of universities. They are:
– Higher education must maintain its liberal education model.
– Higher education should be pragmatic and outcomes driven.
– The workplace and higher education provide a connection of learning.
– Vocational and higher education are interwoven.
Each of the above four discourses will be briefly outlined and then used as a
method to categorise and to draw meaning from student responses.
6. PETER HOLMES
212
1. Higher Education Must Maintain Its Liberal Education Model.
According to Symes (2000), this position emphasises the role of higher education
in providing a liberal education and courses that have intrinsic worth. An education
that cultivates and encourages scholarly application, self and moral improvement is
seen as ideal for higher education in this position. Symes (2000) maintained that
this discourse questions the validity of vocational training and argues that an
education that is instrumental in its intent makes for a compliant and easily
manipulated workforce. Furthermore, in this model, the workplace and government
demands for outcomes are not the driving force for accountability and/or the
curriculum process. The following excerpt from Nadine’s journal illustrates a view
that values a broad liberal based education:
I feel like my university study has taught me to be an educator, rather than
just a guide. It has developed my critical thinking skills and provided an
exposure to a range of different ideas and thoughts on what outdoor
education could and should be. Whilst I may not take on all the ideas that
university has taught me in my own practice, I think the awareness of other
alternatives and possibilities of outdoor education is a positive thing and still
has value for use beyond my time at university. I feel, despite the university’s
traditional liberal focus, they’re still providing a solid grounding of skills to
be used in the workplace. (Nadine)
Nadine reflects on the value of her liberal education and the benefits of a generalist
education. She sees that the capabilities and skills she has learnt in her higher
education can help her to think critically and that there is a certain currency in
such, when she enters the work force.
2. Higher Education Should Be Pragmatic and Outcome Driven
Symes (2000) contends that this position rejects the liberal education ideal in
favour of instrumental and pragmatic education. This discourse has its origins in
the Scottish Enlightenment, and argues that education should be useful to a
country’s economic development by driving forward work place utility and
employability. Jack articulates how he values such a utilitarian approach:
As a student, I appreciated the competency based training approach to the
subject, as it was concerned more with skills and technique rather than theory
and abstract thought. (Jack)
Another student described their pragmatic and instrumental view of the education
delivered in the subject:
The direct emphasis on skill development is brilliant and the positive results
can be seen immediately on our three-day ski tour where these skills were
applied. Travelling over snow cover, which ranged from freshly fallen
powder snow to bullet proof ice required the use of a multitude of skiing
7. VOCATIONAL TRAINING AND HIGHER EDUCATION
213
skills. The direct application of these skills made the tour safer and more
manageable in what was already very trying conditions. (Mark)
Joe reflects on his vocational learning through this subject, comparing it to the
more liberal traditions of his Outdoor Education degree:
The vocational experience with the Australian Professional Snowsports
Instructor Scheme (APSI) was completely skills and teaching focused, with
the concept of only one way of learning to ski. Very different to outdoor
education at La Trobe University. APSI sets a strong routine and simple steps
to follow for beginner instructors to follow. (Joe)
While Joe could clearly perceive the value of a step-by-step process of learning a
skill, Larry was frustrated with being told what to teach and how to teach it. He
described the vocational training phase of the subject as prescriptive and highly
structured, maintaining it limited his ability to learn and apply the learning to
broader circumstances:
It felt as though all there is to teaching skiing, is to complete the teaching
recipe that has been taught to us. (Larry)
Nadine describes the tension she perceives between acquiring skills and safety in
her higher education context:
The irony of La Trobe’s huge emphasis on safety, is that the university de-
emphasis [sic] the personal physical skills that are required of outdoor
instructors. It appears to me that these two areas of knowledge go hand in
hand in outdoor education. For example, as was evident whilst ski touring,
efficient and effective cross country skiing skills was a safety issue. Our
group didn’t have solid skiing skills, we as a group where too slow to cover
the distance planned and rather than camping in a sheltered valley, spent the
night on an exposed ridge line at 1980m above sea level in a blizzard instead.
It is for the reason above that it is important to have quality hard skills in the
outdoor pursuits, that you are guiding in. (Nadine)
One student’s evaluation of the vocational training phase was that it was narrow
and limiting.
Without the assistance from my prior learning from my time at university I
would feel disempowered by the Australian Professional Snowsport
Instructor course. The course alone is limited in what it can offer for the
environment and adapting to new pedagogical paradigms. (Glenda)
It would seem that the APSI course with its pragmatic approach to teaching and
learning, did not actually assist Glenda in reaching her goal to be able to instruct
nordic skiing. Glenda reports that she felt disempowered and frustrated with the
vocational approach taken.
8. PETER HOLMES
214
3. The Workplace and Higher Education Provide a Connection of Learning.
In this position there is a nexus between education and the workplace. According
to Symes (2000), this discourse positions schools and higher education institutions
as part of the system that supplies educated people for the workforce. In this way,
work, workplace learning and education are not disparate. Hence, practice and
concepts of the workplace as a place of learning stem from this discourse. Symes
(2000) maintained that underpinning this position is a different view of learning,
labour and work, that “overturns the distinction between mental and servile labour”
(p. 34). Similarly, Beckett and Hager (2002) argued that links between theory and
practice are integral, and theory empowers practice and gives it a framework within
which to work. Reflecting on her experience, Nadine observes how learning in
higher education has assisted her to be work ready:
Vocational courses are effective at teaching base level skills required of
outdoor leaders. These skills are relatively easy to teach and easy to assess. In
the case of the Australian Professional Snowsport Instructor course, when it
came to teaching skiing, having a simple framework to remember was a
reliable fall back position when things became difficult or challenging.
However, La Trobe provided an exposure to ideas and options for outdoor
education, developed environmental knowledge and helped to teach us to
become educators. This being said, having this broader set of knowledge is
only truly valuable if the graduate also has that solid grounding of outdoor
skills, necessary when working in the field. (Nadine)
Nadine’s perspective is that a work ready graduate requires the combination of
both vocational and higher education. Grubb and Lazerson (2005) argued that the
goal of higher education is to ensure graduates are work ready. They advocate for a
closer relationship between theory and practice, and observe that professional
associations often critise universities as being too research orientated and separate
from the real business world, and consequently resulting in poorly prepared
graduates. Jack also describes his view that there should be a closer connection
between theory and practice, leading to work ready graduates:
The higher education model is based in a generalist and broader framework
and whilst it may prepare a graduate for entry into a profession, it does not
render them competent. The inclusion of vocational training in an outdoor
education degree programme may go some way to developing more
complete, work-ready graduates. (Jack)
Glenda relays her experience of higher education and sense of being work ready:
Questions of competence are expressed as La Trobe students focus less on
‘hard skills’ and more on the theory behind the activity, the theories of
learning, and the place in which the activity is held. Therefore, hard skills
learned at La Trobe may not always be up to the expectations of the
workforce, as the minimal amount of skill may not be present in order to
meet the standards of the work place. (Glenda)
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215
Through their reflective journals students have articulated that the vocational
orientated course has better prepared them to be ‘work ready’. At the same time,
the higher education content has enabled students to think more broadly about the
issues of educational theory and content; which employers have identified is one of
the key advantages of employing university graduates (Munge, 2009).
4. Vocational and Higher Education Are Interwoven
In Symes’ (2000) view, this position argues that both a liberal and an instrumental
education can be delivered through a balanced and integrated approach. He
maintains that all education must be a blended delivery of both vocational content,
and the critical and reflective approaches. Beckett and Hager (2002) contend that
together, vocational and higher education are complementary, each building on the
other’s strengths, and allowing previous dualistic approaches to education and
knowledge to be rejected. Advocates of this position reject hierarchies of
knowledge between the practical (‘knowing how’) and intellectual (‘knowing
that’). In this discourse, according to Symes (2000), the separation of knowledge is
groundless and “vocational education is not an oxymoron” (p. 34).
A useful example of this form of blended delivery is provided by Joe as he
explores the connection between knowledge and ways of teaching. The following
excerpt demonstrates how using both a competency based training model of
learning combined with a higher education approach enables Joe to solve a
learning problem encountered by one of his students:
The Australian Professional Snowsport Instructor (APSI) scheme has given
me a background of knowing and a basis to teach from. My time in higher
education has allowed me to adapt the APSI into a teaching style that will
work with multiple clients and situations. The principles I have learnt from
the APSI course, I can transfer to teaching in other environments, therefore I
can say the APSI course has given me the best insight into teaching skills.
For example in a university subject, Teaching River Environments were |I
was teaching white water skills to first year university students I came across
students that were finding it hard to hold the edges of their kayak. I found it
difficult to communicate the skill and for them to grasp it. I decided to drop
everything I had previously tried and followed a teaching strategy I had learnt
from the APSI ski instructors’ course. I modified the approach to allow for a
different skill set (kayaking). This worked extremely well and they picked up
the new skill quickly and easily. As I was doing this one of the my lecturers
was watching and afterwards commented about the approach saying, that it
worked well and he had not seen it before. This shows to me the teaching
platform used in the vocational experience of the APSI is not just specific to
skiing and can be used in many other skill teaching in outdoor education.
(Joe)
This vignette illustrates Hager’s (2000) point that, “there is a body of educational
thought that maintains the application of knowledge is necessary for proper
10. PETER HOLMES
216
understanding, ‘it was only in doing it that I really understood it’” (p. 51). It was
while Joe was teaching, and consciously applying his learning from a competency
based training experience to an immediate learning problem, that his understanding
and teaching became integrated at a deeper level – it was by ‘doing it’ that he
really got ‘it’. This gets to the crux of a dilemma of skill learning and demonstrates
how the artificial separation of practical and intellectual learning is unhelpful in
seeking to understand the learning process. It was in both the doing (practical) and
the thinking/applying/analysing that the learning challenge as described above was
overcome.
In another example, Mark makes the link between skills and critical outdoor
education as advocated by Martin (2008). Mark reflects on his experience of how a
higher level of skill competence (in this case, cross country skiing) enables him to
be more invested in his practice as a critical outdoor educator.
A competent outdoor educator may have developed abilities, skills and
attributes that become intuitive over time. When able to complete these tasks
in an unconscious manner, ‘things just get done’, this allows the outdoor
educator to operate with a calmer state of mind. It allows them to utilise and
put into action those broader cognitive skills as required. This allows the
leader to respond to other cues whilst giving little to no thought as to how to
perform the skill. The outdoor educator can then focus on other areas of the
curriculum other then the skills. Ten days devoted to skill development
allowed me to feel confident that I can fully apply myself to providing a
better standard of critical outdoor education – the ultimate aim of the La
Trobe degree. (Mark)
Mark’s observation that having an approach to learning which brings vocational
training and higher education together enables graduates to be more effective in the
work place. This illustrates the concept of a working knowledge viewed by Symes
(2000) as the bridge between theory and practice, vocational and higher education.
Elsewhere Mark offers an interesting insight that reflects Grubb and Lazerson’s
(2005) criticisms of graduate workplace competency described earlier.
None of my outdoor activity electives at university demanded of me to be
able to prove that I have the necessary occupational skills, so as to adequately
perform in the work place. The university just wanted to know if I could
operate in a safe manner. La Trobe University emphasised the mind/head
knowledge, the theory of why go outside into the outdoors as it places the
theory of knowing above and beyond the physical skill sets. The question I
have as a student and learner is: does higher education create a lesser
graduate than it potentially could by focusing so much on the mind/head
knowledge, the theory? (Mark)
Mark’s question is one that deserves consideration. Another student, Cathy, makes
an observation that may offer at least a partial response while reflecting on the
practical nature of the vocational training phase:
11. VOCATIONAL TRAINING AND HIGHER EDUCATION
217
Without these new vocational skills (how to teach skiing), I consider that I
may not have been as confident in teaching and leading others in cross
country skiing. I also believe teaching others how to ski would have been
more difficult as I wouldn’t have had a distinct set of instructing skills. I feel
as though when I was stuck on what to teach I could fall back onto my newly
acquired instructional skills, it was in the doing of teaching that I came to
finally understanding it. (Cathy)
The vocational training phase clearly gave Cathy the skills for both the craft of
skiing and the ability to teach skiing to her students while on placement. For Cathy
the embedding of vocational training into higher education seems to address both
the criticisms of Grubb and Lazerson (2005) and go some way to answering
Mark’s question.
Interestingly, when Cathy writes about learning vocational skills, she is referring
to ‘the learning of how to teach’. By implication then, the question might be asked,
is doing a Diploma of Education an example of vocational training or of higher
education? Perhaps the only difference is cultural and/or political, as suggested by
Symes (2000) and Maclean and Pavlova (2011). Symes (2000) asserted that the
“distinction between a liberal or vocational education is largely a spurious one . . .
for all education is vocational and, in the end, it is simply a matter of to what
degree” (p. 42).
DISCUSSION
According to Maclean and Pavlova (2011), “on the epistemological level there is a
basis for developing close relationships between higher education and vocational
education” (p. 325). At the launch of the Bradley Review of Higher Education, the
then Deputy Prime Minster of Australia, Julia Gillard, called for a bridge between
the two sectors of vocational and higher education (Gillard, 2009). Likewise,
Hager (2000) and Pardy and Seddon (2011) has advocated for a more inclusive
higher education sector, increased recognition of the value of vocational training,
and links between both sectors. Jack articulates some of these issues when he
writes:
The arbitrary separation of vocational education and higher education is
difficult in outdoor education because there are components that are
inherently vocational. (Jack)
In this chapter I have described the trial of such a bridge from a student
perspective. I embedded a recognised vocational training course within a higher
education subject and worked in partnership with students as they observed and
reflected on their learning. Student reflections indicated a positive view overall of
such a combination of vocational and higher education. Jack comments on the
strength of the collaborative approach to his learning at La Trobe University:
12. PETER HOLMES
218
The vocational style of learning in the activity/outdoor skill subjects at La
Trobe demonstrates a marriage between the capabilities of an outdoor leader
and the knowledge of the teacher. (Jack)
Students reported that the learning of skills necessary to teach skiing lead to a
sense of wellbeing and confidence in their employability. They also felt
empowered to undertake leadership of the activity and felt an increased capacity
to mange groups safely while also delivering educational outcomes. This
confidence enabled one student to become more critical in his education as he
became more aware of the teaching opportunities that presented themselves,
subsequently enhancing his delivery of both outdoor and environmental education.
Mark wrote:
Knowing that I can move easily and safely, as well as impart this knowledge
to my students allows me to share my observations and provides more than
just a trip to the Snowy Mountains. (Mark)
Students reported feeling better prepared and more ready to enter the work force,
with both a theoretical knowledge and a knowledge of practice. Without exception
students reported that the integration of a vocational course had increased their
work readiness and confidence to become outdoor educators. Students articulated
that they valued the balanced and integrated approach taken in this subject.
Interestingly, Hager and Gonczi (1996) referred to this approach almost 20 years
ago as an ‘integrated competence’ where the higher education preference for the
development of intellectual attributes meets the task focussed style of vocational
education. The intersection of a ‘knowing how and a ‘knowing that’ approach,
results in a richer learning experience for students. Skills (both of teaching and
demonstration) will assist a graduate to be work place ready and capabilities such
as problem solving and reasoning form part of the quality critical outdoor
education students received.
IN CONCLUSION
In this chapter I have described an investigation into the intersection of vocational
training and higher education using outdoor education as a lens. During this
process I worked collaboratively with students as they observed and reflected on
their learning. Three themes emerged:
1. Students report that the balanced approach of blending vocational and higher
education taken in this subject enhanced their learning.
2. An integrated delivery increased the students’ perception of work readiness.
3. Student reflections support Hager and Laurent’s (1990) view that the separation
of vocational training and higher education is arbitrary and does not support
learners becoming experts or masterful in their practice as educators.
These themes emerged from student reflections and responses to a specific
teaching and learning experience in Kosciuszko National Park. The case study of
student experiences and perceptions contains strengths and limitations. This was a
13. VOCATIONAL TRAINING AND HIGHER EDUCATION
219
unique experience for the seven students involved, and as such, it would be
inappropriate to attempt to generalise from this case study to the international
debate about the vocationalisation of higher education. Among the strengths of this
study are that the themes that have emerged are supported by much of the
literature, giving additional weight to the students’ reflections. The implications for
outdoor education at the tertiary level at least, are that an integrated approach of
vocational and higher education has value and should be considered. Learning that
brings together both ‘knowing that’ and ‘knowing how’ will almost certainly
produce better graduates able to apply their craft in the workplace. The
collaborative approach I have taken in this case study demonstrates the potential
for a richer and deeper learning experience for the students, which will assist them
to be more work ready. As Jack concludes his journal:
My overall goal in attending university is to get a vocation and thus
essentially universities are vocational in that sense, preparing students to
work in their chosen vocation. (Jack)
ACKNOWLEDGEMENTS
The author wishes to acknowledge and recognise the contributions of the students
who contributed to this chapter as co-researchers. Without their reflections, their
reading, writing and discussions, this chapter would never have made it to print. I
also acknowledge and thank Kathleen Pleasants in her contribution to the editorial
work of this chapter.
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Peter Holmes
School of Outdoor and Environmental Studies
La Trobe University
Australia